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Metacognition
Metacognition is defined as “knowledge and beliefs about one’s own cognitive processes or anything related to them” (Flavell, 1979). It can be seen as an awareness of the knowledge and skills you have and how you use them. Metacognition is an important part of human cognition, allowing us to monitor and regulate our cognitive processes. It includes thought processes such as problem-solving, planning, using memory, and monitoring. Metacognitive processes can be divided into two categories: self-knowledge and regulation.
Self-knowledge is a system of knowledge about one’s own mental states and abilities such as what one can and cannot do, what one presently knows, and how different tasks and strategies can be used to solve problems. It involves predicting, estimating, and monitoring one’s understanding and performance a task. It also includes knowledge about one’s capacities for understanding, learning, solving problems, making decisions, and other cognitive task.
Regulation is the strategic use of knowledge to manage one’s cognitive processes. This includes monitoring and controlling cognitive processes such as selecting appropriate strategies, recognizing when one has made a mistake, selecting an appropriate task or goals, and selecting learning materials. The ability to use this knowledge to adapt, adjust, and modify in response to changing conditions is an important part of learning and adjusting to new environments.
Metacognitive strategies are an important part of learning in which the learner becomes aware of their own thinking strategies and reflective practices. Strategies to use metacognition effectively vary depending on the environment and the task at hand. For example, when in a classroom setting, metacognitive strategies might include:
-Identifying the type of learning task and what strategies are needed
-Considering the most effective strategy for learning the material
-Breaking tasks down into smaller steps
-Estimating how long it will take to complete the task
-Making predictions about how well a task can be completed
-Checking for understanding of material
-Finding alternate strategies if the initial strategy does not work
Metacognition is also associated with higher levels of abstract thinking and intelligence. Studies have shown that those with the highest levels of metacognition in problem-solving tasks tended to perform better than those with lower levels of metacognition. Metacognition can also be used to promote self-regulation; when metacognitive strategies are applied to learning, it can help students become more independent, successful and take ownership over their own learning.
Metacognition is a powerful tool in problem solving and learning, and has many applications in education, cognitive psychology, and everyday life. By understanding and using metacognitive strategies and processes, one can become more self-aware and reflective, and better able to make meaningful and informed decisions. The ability to think metacognitively can help individuals to better understand their own thinking and the thinking of others, and learn from both successes and mistakes.
